ASSESSMENT OF LEARNING 1

▪ TRADITIONAL ASSESSMENT – ito ay tumutukoy sa paggamit ng pen and paper sa isang objective test.
▪ ALTERNATIVE ASSESSMENT – bukod sa paper-and-pen objective test ay kabilang din sa method na ito ang performance tests, projects, portfolios,
journals, at iba pa.
▪ AUTHENTIC ASSESSMENT – ito ay tumutukoy sa paggamit ng isang assessment method na may kaugnayan sa totoong sitwasyon ng buhay.

● PURPOSES OF CLASSROOM ASSESSMENT

▪ ASSESSMENT FOR LEARNING – isinasagawa before and during instruction.
∞ Placement Assessment – isinagawa bago ang pagtuturo
= pag-assess sa needs ng mga estudyante
= upang ilagay ang isang mag-aaral kung aling grupo siya nabibilang na ayon sa kanyang learning style.

∞ Formative Assessment – isinasagawa habang nagtuturo

= patuloy na sinusubaybayan ng guro ang antas ng kakayahan ng mga stuyante sa mga learning objectives.
= upang malaman ang lakas at kahinaan ng mga bata sa pag-aaral.

∞ Diagnostic Assessment – isinasagawa during instruction.

= ginagamit ito upang matukoy kung saan bang area ng aralin sila nahihirapan.

▪ ASSESSMENT OF LEARNING – isinasagawa pagkatapos ng instruction. Ito’y karaniwang tinutukoy bilang SUMMATIVE ASSESSMENT.
= ginagamit upang patunayan kung anu ang alam at magagawa ng mga estudyante.

▪ ASSESSMENT AS LEARNING – ginagawa ito para sa mga guro na maunawaan at maayos ang kanilang papel na ginagampanan sa pag-assess ng
learning.

● PRINCIPLES OF HIGH-QUALITY CLASSROOM ASSESSMENT

▪ CLARITY AND APPROPRIATENESS OF LEARNING TARGET – ang learning target ay na dapat na malinaw na nakasaad, tiyak, at sentro sa kung ano
ang tunay na mahalaga.
▪ APPROPRIATENESS OF METHODS – ang learning target ay sinusukat sa pamamagitan ng naaangkop na assessment methods. (Mode Assessment:
Traditional, Performance, and Portfolio).
▪ BALANCE – nagtatakda ng mga target sa lahat ng domain of learning; gumagamit ng pareho ng traditional at alternative assessments.
▪ VALIDITY – sinusukat kung ano ang ninanais na sukatin; Ay tumutukoy sa pagiging kapaki-pakinabang ng instrument para sa isang naibigay na
layunin.
▪ RELIABILITY – tumutukoy sa pagkakapare-pareho ng mga marka na nakuha ng parehong tao kapag nag-retest gamit ang pareho o katumbas na
instrumento.
▪ FAIRNESS – ay nagbibigay sa lahat ng mga mag-aaral ng isang oportunidad upang ipakita ang kanilang mga achievements.
▪ PRACTICALITY AND EFFECIENCY – ang impormasyon na nakuha ay dapat na nagkakahalaga ng mga mapagkukunan at oras na kinakailangan upang
makuha ito.
▪ CONTINUITY – ang assessment ay magaganap sa lahat ng mga yugto ng pagtuturo. Maaaring gawin ito bago, habang at pagkatapos ng pagtuturo.
▪ AUTHENTICITY – makabuluhang Gawain sa pagganap; Malinaw na pamantayan; Mga dekalidad na produkto at pagganap; Positibong pakikipag-
ugnayan sa pagitan ng assessee at assessor; Pagbibigay diin sa metacognition at self-evaluation; Pagbabahagi ng kaalaman.
▪ COMMUNICATION – ang assessment targets at standards ay dapat na ipaalam; Ang resulta ay dapat na ipaalam sa mga mag-aaral sa
pamamagitan ng direktang pakikipag-ugnayan o regular na pagbibigay ng feedback sa kanilang progress.
▪ POSITIVE CONSEQUENCES
= Positive consequences to student: nag-uudyok sa kanila na matuto.
= Positive consequences to teacher: nakakatulong sa pagpapabuti ng pagiging epektibo ng kanilang pagtuturo.
▪ ETHICS – ang mga guro ay dapat na palayain ang mga mag-aaral mula sa kahihiyan at paglabag sa karapatan ng mga estudyante o iba pang
nakakapinsalang kahihinatnan; Ang mga guro ay dapat na magabayan ng mga batas at patakaran na nakakaapekto sa kanilang pagtatasa
(assessment) sa silid aralan;

● PERFORMANCE BASED ASSESSMENT – ay isang proseso ng pagtitipon ng impormasyon tungkol sa pag-aaral ng mag-aaral sa pamamagitan ng
aktwal na pagpapakita ng mga mahahalaga at kapansin-pansin na mga kasanayan at paglikha ng mga produkto na pinagbabatayan sa mga realidad
na konteksto sa mundo.

● PORTFOLIO ASSESSMENT – ito ay purposeful, ongoing, dynamic, at collaborative na proseso ng pagtitipon ng maraming mga indicators ng growth
at development ng mga estudyante.
= Working Portfolio – mga koleksyon sa araw-araw na Gawain ng mga estudyante.
= Show-case Portfolio – koleksyon ng mga pinakamagandang mga gawa o projects ng mga mag-aaral.
= Documentary Portfolio – kombinasyon ng working at show-case portfolio.

● RUBRIC – ay isang measuring instrument na ginagamit sa pag-rate ng isang performance-based task.

= Checklist – nagtatanghal at sinusunod ang mga katangian ng isang kanais-nais na pagganap o produkto.
= Rating scale – sinusukat ang antas ng kalidad ng gawa o pagganap.
∞ TYPES OF RUBRICS
▪ Holistic Rubric – inilalarawan nito ang pangkalahatang kalidad ng pagganap o produkto.
1. According to Erikson, identity and role confusion occurs during ● B. High school years
2. According to Jerome Bruner, learning is a simultaneous process of acquisition, transformation and ● A. Evaluation
3. Who among the following developed the Social Learning Theory? ● A. Bandura
4. When a teacher presents a morally ambiguous situation to his students and ask them what to do, the teacher’s technique is based on the theory
of? ● A. Kohlberg
5. According to Maslow, the highest of the need in the Hierarchy of Needs theory is ● B. Self-actualization
6. Based on Freud’s theory, which operates when a person is in the height of anger? ● B. Id
7. Operant conditioning can be applied to classroom by ● A. Using reinforcement
8. “Women should not study since they will be marrying soon”. If a father tells his daughter this, can we consider his premise morally, right?
● B. No, there is gender equality in education
9. In Piaget’s concrete operational stage, teacher Maritel should provide_______________. ● B. Learning activities that involve problems of
classification and order
10. A student is finding it hard to read. When the guidance counselor traced the child’s history, the counselor was able to find out that the student
came from a dysfunctional family, aside from that, the child was abused and neglected. What could have caused the student’s reading disability?
● A. Emotional Factors
11. A child was punished for cheating in an exam. For sure the child wont cheat again in short span of time, but this does not guarantee that the
child won’t cheat ever again Based on Thorndike’s theory on punishment and learning, this shows that ____________. ● B. Punishment weakens a
response
12. Laughing at a two-year-old child who uttered a bad word is not a proper thing to do because in this stage of the child’s, the child
is_______________. ● B. Distinguishing right from wrong
13. According to Sigmund Freud, the main proponent of Psychoanalytic Theory, the superego is mainly concerned with ● A. The idea of right and
wrong
14. Modeling is a teaching rooted on______________________ learning theory. ● A. Bandura
15. Teacher Marissa would like to employ Operant Conditioning on her students to increase the probabilities of greater participation during
discussion. It is highly possible that teacher Marissa will ● B. Give a star token to those who will participate
16. One of the traits of many students is putting more emphasis on “porma” over substance. This is likely to be shown when ● B. A written report
was submitted by a student using “perfumed” stationary but poor content
17. Providing variety of learning activities to students is a characteristic of a teacher who understand the principle of ● A. Facilitating learning with
emphasis on individual differences
18. The best example of Operant Conditioning among the following is ● A. Using reinforcement
19. A child receives a STAR STAMP after correctly completing his task. The child always tries to complete all tasks correctly for him to have a stamp
once again. What is being shown in the situation? ● A. Operant Conditioning
20. A child submitted a poor written report but packaged with brightly colored paper cover. This showcases. ● B. “porma” over substance
21. He is considered as the first special education student. ● A. Victor of Aveyron
22. The Father of modern psychology ● A. Sigmund Freud
23. He is postulated that man psyche is composed of animus and the anima ● B. Carl Jung
24. He pioneered in NON-Directive Counseling? ● A. Carl Rogers
25. This educator proposed 3 modes of representation, enactive, iconic and symbolic ● B. Bruner
26. This premier behaviorist once said: Give me a dozen healthy infants, well-formed and my own specified world to bring them up in and I’ll
guarantee to take any one of random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes
even beggar-man and chief, regardless of his talents, penchants, tendencies, abilities, vacations, and race of his ancestors” ● B. Watson
27. His best contribution to the world of education is the 3 laws (law of effect, law or readiness and law of exercise) ● A. Thorndike
28. The teachers’ widely accepted view of giving rewards to students is the legacy of ● B. Skinner
29. He believes that learning is based on Adhesive principle ● D. Koffka
30. One of main proponent of Gestalt and who believes that the whole is more than the sum of all its parts ● A. Wertheimer
31. “the child learns from what he sees in the environment” is the main thesis of this famous educational psychologist ● A. Bandura
32. According to this theorist, our behavior at a particular time is a product of the interaction of two factors, internal and external forces ● A. Lewin
33. According to this developmental psychologist, children’s thinking skills move from simplicity to complexity ● A. Piaget
34. The inventor of the first usable intelligence test ● B. Binet
35. This particular theorist believes that the mind is blank at birth ● A. Locke
36. He is generally considered as the father of modern education ● B. Comenius
37. Kindergarten movement is the legacy of this man who is considered the father of kindergarten ● B. Froebel
38. He once said: “education is not a preparation for life…it is life” ● B. Dewey
39. He proposed that every child is born with a unique potential, his individuality, but that potential remained unfulfilled until it was analyzed and
transformed by education ● C. Herbart
40. He pioneered in coming up with a list of development task as individuals pass through the developmental stages ● A. Havigburst
41. This educator is famous for applying classical education to impoverished children of Chicago Illinois. ● A. Collins
42. This educator opposes the traditional notion that students are empty vessels. He calls this traditional technique as banking system ● A. Freire
43. He pioneered in the study of language acquisition of children ● A. Chomsky
44. He introduced the notion of zone of proximal development and “scaffolding” ● A. Vygotsky
45. This condition is also known as trisomy 21 ● B. Down Syndrome
46. This condition is characterized by poor spelling and pervasive difficulty in reading ● D. dyslexia
47. Certain injury to the language area of the brain can cause the total loss of the ability to produce and/ or understand language, this condition is
known as ● B. Aphasia
48. ___________is a disorder of neural development characterized by impaired social interaction and communication and by restricted and
repetitive behavior. ● B. Autism
49. ________ refers to quantitative changes in an individual as he progresses in chronological age. ●B. Growth
50. ________ refers to progressive series of changes of an orderly coherent type leading to the individual’s maturation. ● A. Development
Proponents

1. WILHELM WUNDT - father of modern psychology

2. SIGMUND FREUD - father of psychoanalysis, and psychosexual theory

3. JOHANN HEINRICH - father of education and pedagogy

4. IVAN PAVLOV - classical conditioning

5. BURRHUS F. SKINNER - operant conditioning.

6. DAVID AUSUBEL - meaningful learning

7. JEROME BRUNER - discovery learning, spiral curriculum

8. ALBERT BANDURA - social cognitive learning theory.

9. EDWARD LEE THORNDIKE - law of readiness and exercises

10. KURT LEVIN - life space content.

11. KOHLER - problem solving by insight, insightful learning

12. URIE BROFENBRENNER - ecological theory

13. SANDRA BEM - gender schema theory

14. HOWARD GARDNER - theory of multiple intelligence

15. ELLIOT TURRIEL - Social domain theory

16. LAWRENCE KOHLBERG - moral development theory

17. ROBERT STERNBERG - triathlon theory intelligence

18. ERIK ERIKSON - psychosocial development theory

19. MA. MONTESSORI - transfer of learning, kindergarten preparation of children.

20. EDWARD PAUL TORRANCE - creative problem solving

21. CHOMSKY - linguistic acquisition theory, father or universal grammar

22. JEAN PIAGET - cognitive learning theory

23. JOHN WATSON - behavioral theory

24. EDWARD TOLMAN - purpose behaviorism

25. BERNARD WEINER - attribution theory

26. DANIEL GOLEMAN - emotional intelligence.

27. TITCHENER - structuralism psychology

28. ROBERT GAGNE - sequence of instruction

29. ABRAHAM MASLOW - hierarchy of needs, motivation theory

30. BENJAMIN BLOOM - bloom's cognitive taxonomy

31. DAVID KRATHWOHL - affective domain

32. LEV VYGOTSKY - socio-cultural theory of cognitive development, linguistic theory, Scaffolding

33. JOHN LOCKE - tabularasa, empiricism

34. CHARLES COOLEY - looking glass self-theory

35. JOHN FLAVEL - metacognition

36. ARNOLD GESELL - maturation theory

37. JOHN DEWEY - Learning by doing

38. DAVID FROEBEL - Father of kindergarten

39. AUGUSTE COMTE - Father of Sociology.

40. JOHN AMOS COMENCIUS - Fr. of modern education.

PRC BR 435 – Code of Ethics for Professional Teachers
PD 1006 – Decree Professionalizing Teachers
RA NO. 1425 – inclusion of the works of Jose Rizal
RA NO. 4670 – “Magna Carta for Public School Teacher”
RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”
RA 7836 – Phil. Teachers Professionalization Act of 1994
RA 9155 – BEGA (Basic Educ.) or DepEd Law
RA 9293 – Teachers Professionalization Act
RA 10533 – K-12 Law
ACT NO. 2706 – “Private School Law”
COMMONWEALTH ACT NO. 578 – “persons in authority”
■ KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO national language
PROKLAMA BLG 12 - Linggo ng Wika (Balagtas, Mr29-Ap4)
PROKLAMA BLG. 186 – Linggo ng Wika (Quezon, Ag13-19)
PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
■ PHIL. CONSTITUTION ACT 14 – ESTACS
RA 1079 – no limit of Civil Service eligibility
RA 6655 – “Free Public Secondary Educ. Act of 1988”
RA 6728 – “Act Providing Government Assistance to Students and Teachers in Private Education
RA 7277 – Magna Carta for PWD
RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
RA 7743 – establishment of public libraries
RA 7877 – “Anti Sexual Harassment Act of 1995”
RA 7880 – “Fair and Equitable Access to Education Act”
RA 8049 – Anti-Hazing Law
RA 8187 – Paternity Act
RA 10627 – Anti-Bullying
SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)